Addressing Misconceptions About the Talent Development Framework and Implications for Policy

Paula Olszewski-Kubilius, Frank C. Worrell, Rena F. Subotnik

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

Talent development as a framework for gifted services has a long history, having been proposed by multiple leaders in the field and others more than 20 years ago. This chapter addresses some of the most frequent misconceptions about the talent development framework. The misconceptions covered are emphasizing domains of talent over general giftedness means that everyone is gifted in something; including a wider range of students may lead to talent development programs being watered down; talent development supporters do not value IQ or general ability; and talent development ignores psychological needs by not focusing on the “whole child”. They also include in a talent development framework, it is possible to “lose” one’s giftedness, whereas with the IQ model, once gifted, always gifted; a talent development framework does not serve underachievers; everyone could be gifted if they just had the right opportunities; and talent development only focuses on individuals who can become eminent.

Original languageEnglish (US)
Title of host publicationTalent Development as a Framework for Gifted Education
Subtitle of host publicationImplications for Best Practices and Applications in Schools
PublisherTaylor and Francis
Pages299-306
Number of pages8
ISBN (Electronic)9781000489248
ISBN (Print)9781032144597
DOIs
StatePublished - Jan 1 2021

ASJC Scopus subject areas

  • General Social Sciences

Fingerprint

Dive into the research topics of 'Addressing Misconceptions About the Talent Development Framework and Implications for Policy'. Together they form a unique fingerprint.

Cite this